The Pulaski citizen. [volume] (Pulaski, Tenn.) 1866-current, 1887-04-21
EDUCATIONAL DEPARTMENT
J. ]. zUCCARELLo, EDITOR.
TEACHING MORALITY.

eApccb W WTlle series OF articles
on methods, but before doing so | wish |
to call the attention of every teacher to /,
the most important subject that de-
mands our earnest thoughts in the
training of our pupils. MORALITY:
This is subject in which am deeply |
interested and to which | have devoted
much time and study. Who is qualified
to teach morality? No one is perfect;
therefore no one is fully qualified to
teach it. "A teacher OF morals should
have high ideals and noble Purposes in
life; he should be as true TO his own
convictions OF duty as the magnetic
needle is to the pole; his heart should
overflow with love to his fellow
beings; he should have faith in God
and realize his accountability to Him;
he should be able to create and main
tain around himself an atmosphere OF
moral excellence, and that unconscious
influence which flows from every hu-
man being and which has its source
deep in the hidden recesses Of the heart,
must be clear in its crystal purity and
warm and fragrant with sympathy and
love.
He must, moreover, realize that his
pupils are the possessOrs OF immortal
souls of priceless value which he is
helping to train tor eternity, and he
should understand the principles upon
which all good moral training must be
conducted, and che methods best adapt
ed to secure the end in view; and he
must have that peculiar faculty or power
| of inspiring those with whom he comes
| in contact with sincere and earnest
| purpose to be true to themselves, kind
and helpful to others, and obedient,
faithful and loving children of their
Heavenly Father. Well may the con-
| scious teacher pause, and with solemn
earnestness ask, "Who is sufficient for
these things" What can the teacher
OF morals accomplish? A very great
deal. The tape lines and scales of man
cannot measure nor weigh the infinite
good that may be accomplished by the
lJudicious teaching of morality. A few
| words, smile even, or frown, may
suffice to turn the whole current of d
child's life; and upon the life OF that
child may depend the veal or woe OF
hundreds or thousands yet unborn. In
youth the heart is tender and it may
then be easily impressed with lessons
of morality. A teacher OF the young
has peculiar opportunities and he fails
to discharge his whole duty to his pu-
pills unless he strives earnestly and
faithfully to develop their moral ma
lures, and to train them to think right,
to feel right and to act right.
Are the people of the world to-day
more moral than in the past? Yes; the
highest state OF morals prevails in this
present age, but the standard OF moral
ity must steadily advance as the world
grows older. What nation is the most
moral? That nation whose people love
the Lord their God with ali their hearts,
and with all their souls, and with all
their minds, and with all their strength,
and love their neighbOrs as themselves.
What religious faith is the most moral ?
mat faith which inculcateS most sue
cessfnlly the two great commandments,
Love to God, and Love to man.
Have We made any progress in teach
ing morals, and can we? and if so,
how! We have not made as much
progress as we ought. We can, and |
believe we will, make greater progress
in the future. First we must realize
that all morality is based upon religion
and that it cannot be taught successful
ly apart from religion, By religion |
do not mean creeds, churches, sects or
sacraments but | mean love to God and
love to man as revealed by our Savior,
Jesus Christ. We must study the laws
OF moral growth, and we must invent
methods OF instruction based upon those
laws. Here is a great field OF labor,
and rich reward is awaiting the sue
cessful laborers therein.
Furthermore. we must remember
the immense power of that influence
which every teacher eXerts unconscI-
ously for good or evil. His own heart
must be right in order that his influ-
ence may be right. 1t is not necessary
that a teacher shall belong to any par
t;cular church in order to teach moral
ity successfully, but it is necessary that
he shall have correct views on the great
problems of human existence, human
responsibility, and human destiny. In
iidels and immoral persons are in spir-
itual darkness, and therefore are not
tqualified to teach morality. The,
should not be entrusted with the train
ing of the young.
| have used the word 'Fteaching' in
widest Specification so as to include the
unconscious influence exerted by the
teacher, the influences of school organ
ization, methods of study and discip-
line, ETC., as well as deliberate and sys-
tematic attempts OF the teacher to incul
cate the principles of morality and to
cause the pupil to know right from
wrong, and to choose to do right in
preference to the wrong.
firmly believe that when the laws
of moral growth are understood it will
be perceived that practical methods OF
moral training and instruction can be
| devised, which, when employed in our
schools by competent and faithful
teachers, will be successful in raising
our nations standard of morality, and
peopleiLg our la nd with nobler men
and women.